Non-linguistic Representation What We Know Knowledge is stored in the brain in two modes: linguistic (words) and imagistic (pictures and sensations). Research has shown that presenting information in non-linguistic representations stimulates and increases brain activity. Non-linguistic representation may take different forms. It is important to remember, however, that the goal must be to produce the knowledge in the mind of the student and have the non-linguistic representation should add to students' knowledge (Marzano et al, 2001). Graphic organizers
Graphic organizers can organize information in ways that correspond to common patterns of text and concept organization (Marzano et al 2001). Both teacher- and student-directed graphic organizers have been shown to produce significantly higher performance than self-study for special needs and general education students (Horton et al, 1990). Howard (2000) found when advanced organizers are arranged in the same way as the target text, students score higher on recall of information, but when organizers are arranged differently from the target text, comprehension scores increase. This suggests that the different arrangement of graphics demands more participation and yields a deeper understanding. Models and manipulatives
Concrete, tangible models create images within students' minds and facilitate understanding (Marzano et al 2001). In a meta-analysis of 60 studies, Sowell (1989) concluded that mathematics achievement is increased and attitudes toward mathematics are improved through teachers' long-term and purposeful use of concrete instructional materials. Pictures: mental and drawn
Symbolic representation can help students grasp abstract content. Two ways to facilitate this are through guiding students orally in forming mental images or having students draw pictures or pictographs, a combination of pictures and symbols (Marzano et al 2001). Kinesthetic activity
Specific knowledge associated with a specific physical movement generates a mental image. Most children enjoy learning and expressing ideas in this way (Marzano et al, 2001). Technology Integration Ideas
Allow students to create their own comics to represent ideas or concepts
ImplementationHelping students understand and represent knowledge nonlinguistically is the most under-used instructional strategy (Marzano et al., 2001). Taking advantage of this teaching tool requires focusing on current classroom practice and looking for opportunities to engage students in multiple modes. Research suggests best practices for instruction:
Model use of new tools. Activities that involve nonlinguistic representation may be new to students who are accustomed to learning through lectures and readings. Scaffold student learning as you introduce activities such as concept maps, idea webs, and computer simulations by modeling how to use tools that help them represent their thinking nonverbally. Gradually remove the scaffolds so students eventually work independently with the new tool or technology.
Use nonlinguistic modes in the content areas. Math and science classrooms offer ideal settings for incorporating nonlinguistic learning experiences. Language arts classrooms provide natural connections from classifying words to modeling plotlines. Models, graphs, imagery, and other tools enable students to engage in actively constructing representations of their understanding.
Foster cooperative learning. Encourage students to work in small teams when they are constructing nonlinguistic representations. Students' questions and discussions will help them communicate and refine their thinking.
Teach interpretation of nonlinguistic forms also. Finding patterns helps students organize their ideas so that they can later recall and apply what they have learned. Teach students to represent and interpret information in graphs, charts, maps, and other formats that will help them see patterns and make connections.
Simulations offer new modes for learning. Use simulation software or online simulations to let students practice making predictions and testing outcomes. Combine nonlinguistic experimentation with verbal discussion, which prompt students to think through their understanding and raise new questions.
Stimulate body-mind connections. Kinesthetic learning is not just for primary grades. Older students continue to learn through physical activities. Incorporate dramatizations, dance, music, simulations, and other active learning experiences.
Integrate nonlinguistic forms into note-taking. Encourage students to take notes that are meaningful to them. Model use of sketches, graphs, and symbols.
What We Know
Knowledge is stored in the brain in two modes: linguistic (words) and imagistic (pictures and sensations). Research has shown that presenting information in non-linguistic representations stimulates and increases brain activity. Non-linguistic representation may take different forms. It is important to remember, however, that the goal must be to produce the knowledge in the mind of the student and have the non-linguistic representation should add to students' knowledge (Marzano et al, 2001).
Graphic organizers
Graphic organizers can organize information in ways that correspond to common patterns of text and concept organization (Marzano et al 2001). Both teacher- and student-directed graphic organizers have been shown to produce significantly higher performance than self-study for special needs and general education students (Horton et al, 1990). Howard (2000) found when advanced organizers are arranged in the same way as the target text, students score higher on recall of information, but when organizers are arranged differently from the target text, comprehension scores increase. This suggests that the different arrangement of graphics demands more participation and yields a deeper understanding.
Models and manipulatives
Concrete, tangible models create images within students' minds and facilitate understanding (Marzano et al 2001). In a meta-analysis of 60 studies, Sowell (1989) concluded that mathematics achievement is increased and attitudes toward mathematics are improved through teachers' long-term and purposeful use of concrete instructional materials.
Pictures: mental and drawn
Symbolic representation can help students grasp abstract content. Two ways to facilitate this are through guiding students orally in forming mental images or having students draw pictures or pictographs, a combination of pictures and symbols (Marzano et al 2001).
Kinesthetic activity
Specific knowledge associated with a specific physical movement generates a mental image. Most children enjoy learning and expressing ideas in this way (Marzano et al, 2001).
Technology Integration Ideas
- Use SmartArt to create graphic organizers.
- Have students demonstrate understanding by creating their own graphic organizers in SmartArt.
- Use programs such as Google Earth and Google Art to design activities that require visual processing.
- Have students create Prezi presentations.
- Have students create movie trailers in iMovie.
- Have students create digital poster boards using Glogster.
- Use photographs from the National Archives Digital Vault.
- Have students create visual presentations with Animoto or Educreations.
- Create graphs using Excel or Google Forms.
- Allow students to create their own comics to represent ideas or concepts
ImplementationHelping students understand and represent knowledge nonlinguistically is the most under-used instructional strategy (Marzano et al., 2001). Taking advantage of this teaching tool requires focusing on current classroom practice and looking for opportunities to engage students in multiple modes. Research suggests best practices for instruction: